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Integrating Aboriginal perspectives into the school curriculum : purposes, possibilities and challenges /
Yatta Kanu.
imprint
Toronto, ON : University of Toronto Press, c2011.
description
xiii, 244 p. ; 24 cm.
ISBN
1442642440 (Cloth), 9781442642447 (Cloth)
format(s)
Book
Holdings
More Details
imprint
Toronto, ON : University of Toronto Press, c2011.
isbn
1442642440 (Cloth)
9781442642447 (Cloth)
catalogue key
7323226
 
Includes bibliographical references and index.
A Look Inside
Full Text Reviews
Appeared in Choice on 2011-11-01:
Though aboriginal-focused education in itself and in relation to mainstream public school education in Canada is a well-trodden path, this book offers another key step. The author's goal is to provide social recognition and justice for aboriginal students in the Canadian public school system. The book's first three chapters reiterate what much of the literature has already explored: that is, the importance for aboriginal and non-aboriginal learners of integrating aboriginal perspectives into public school curricula, the fundamental theoretical perspectives germane to such integration, and the particular centrality of culture and cultural mediators in student learning. Where the book really shines is in the remaining five chapters, in which Kanu (education, Univ. of Manitoba, Canada) offers current and future educators many opportunities to reflect on the practicalities of this kind of integration by outlining five layers of integration of aboriginal perspectives, reporting on successes and challenges, highlighting teacher perceptions and instructional elements, and discussing issues of implementation. Case studies, specific examples, and recommended readings deepen the learning. Subsequent to the content on how to improve and develop the practice, the book concludes with a compelling argument for a re-conceptualization of theory of curriculum and the need for systemic reform. Summing Up: Recommended. All academic levels/libraries. G. Bruyere Nicola Valley Institute of Technology
Reviews
Review Quotes
As a teacher training instructor, I can attest to the long-overdue need for Integrating Aboriginal Perspectives into the School Curriculum. It has arrived at a critical moment as school boards and certification bodies seek input on how to effectively build Aboriginal perspectives into standard teaching practices. Yatta Kanu, a gifted writer, brings knowledge and firsthand experience to this engaging blend of argument, research, and how-to guide. With a logical, easy-to-understand format and end-of-chapter learning resources, Integrating Aboriginal Perspectives into the School Curriculumwill be appreciated by educators and teachers-in-training taking up the challenge of integration.
A significant resource for teachers, Integrating Aboriginal Perspectives into the School Curriculumextensively explores the challenges and contexts of bringing Aboriginal culture into mainstream public school classrooms. Yatta Kanu's insights into the unique conditions and educational struggles of Aboriginal students in urban environments are specific and cogent.
This item was reviewed in:
Choice, November 2011
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Summaries
Main Description
From improved critical thinking to increased self-esteem and school retention, teachers and students have noted many benefits to bringing Aboriginal viewpoints into public school classrooms. In Integrating Aboriginal Perspectives Into the School Curriculum, Yatta Kanu provides the first comprehensive study of how these frameworks can be effectively implemented to maximize Indigenous students' engagement, learning, and academic achievement. Based on six years of empirical research, Kanu offers insights from youths, instructors, and school administrators, highlighting specific elements that make a difference in achieving positive educational outcomes. Drawing on a wide range of disciplines, from cognitive psychology to civics, her findings are widely applicable across both pedagogical subjects and diverse cultural groups. Kanu combines theoretical analysis and practical recommendations to emphasize the need for fresh thinking and creative experimentation in developing curricula and policy. Amidst global calls to increase school success for Indigenous students, this work is a timely and valuable addition to the literature on Aboriginal education.

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